Extending the Conversation on Moral Judgement Development: Relations Between Social Intuitionism, Constructivism and Cultural Psychology
DOI:
https://doi.org/10.22370/rhv2022iss19pp181-202Keywords:
dialectical philosophical framework, split philosophical framework, subject-object relation, reasoning, moral development, emotionsAbstract
This paper aims to extend the dialogue between social intuitionism and the genetic perspectives of moral psychology, pointing out the contributions and limitations of each one to advance in the understanding of the formulation and transformation of moral judgments. An examination of how the relations between the subject and the object of knowledge have been approached in the light of the contributions of constructivist psychological tradition has been proposed. The relations between emotions, reasoning, and the specific social situation in which such cognitive processes take place it will be examined, taking up particularly the contributions of cultural psychology. By critically examining the three theoretical perspectives, it was possible to point out their contributions and limitations, as well as to appreciate the undoubted contribution of social intuitionism to moral psychology, its limitations and to elucidate the theses that shape this theory. It is precisely by examining the relationships, convergences and profound differences between social intuitionism, constructivism, and cultural psychology in their approaches to moral judgment that it is possible to contribute to promoting their revision and elucidation.
References
Arsenio, W. (2014). Moral emotion: Attributions and aggression. En M. Killen y J. Smetana (Eds.), Handbook of Moral Development, pp. 235-256. New York: Taylor & Francis.
Baquero, R. (2012). Vigotsky: sujeto y situación, claves del programa psicológico. En J.A. Castorina y M. Carretero (Comps.), Desarrollo cognitivo y educación I. Los inicios del conocimiento, pp. 61-86. Buenos Aires: Paidós.
Barreiro, A. (2012). El desarrollo de las justificaciones del castigo: ¿Conceptualización individual o apropiación de conocimientos colectivos? Estudios de Psicología, 33(1), 67-77.
Barreiro, A. (2013a). The Ontogenesis of Social Representation of Justice: Personal Conceptualization and Social Constraints. Papers on Social Representations, 22, 13.1-13.26.
Barreiro, A. (2013b). The Appropriation Process of the Belief in a Just World. Integrative Psychological and Behavioral Sciences, 47(4), 431-449.
Barreiro, A. (2020). A developmental approach to remembering: the dialectical relation between collective memory and identity construction. En B. Wagoner, I. Brescó S. y S. Zadeh (Eds.), Memory in the Wild, pp. 127-142. Charlotte, N.C.: Information Age Publishing.
Barreiro, A. (2021). Social representations of justice as developing structures. En C. Prado de Souza y S. E. Serrano Oswald (Eds), Social Representations for the Anthropocene: Latin American Perspectives, pp. 125-144. Cham: Springer.
Barreiro, A., Castorina, J. A. (2017). Dialectical inferences in the ontogenesis of Social Representations. Theory & Psychology, 27(1), 34-49.
Barreiro, A., Gaudio, G., Mayor, J., Santellán Fernandez, R., Sarti, D., Sarti, M. (2014). Justice as social representation: Diffusion and differential positioning. Revista de Psicología Social, 29(2), 319-341.
Campbell, T. (2002). La justicia. Los principales debates contemporáneos. Barcelona: Gedisa.
Carpendalle, J. M., Hammond, S. (2016). The development of moral sense and moral thinking. Current Opinion Pediatrics, 28(6), 743-747.
Carpendalle, J. M., Hammond, S., Atwood, S. (2013). A relational developmental system approach to moral development. Advances in Child Development and Behavior, 45, 125-153.
Castorina, J. A. (2007). El impacto de la filosofía de la escisión en la psicología del desarrollo. En Castorina, J. A., Cultura y conocimientos sociales. Desafíos a la psicología del desarrollo, pp. 21-44. Buenos Aires: Aique.
Castorina, J. A., Baquero, R. (2005). Dialéctica y psicología del desarrollo. El pensamiento de Piaget y Vigotsky. Buenos Aires: Amorrortu.
Castorina, J. A. (2017). Relationships between revisited genetic psychology and the theory of social representations. A criticalanalysis. Paperson Social Representations, 26(1), 5-22.
Castorina. J. A., Lenzi, A. M. (2000). Las ideas iniciales de los niños sobre la autoridad escolar. Una indagación psicogenética. En J. A. Castorina y A. Lenzi (Eds.), La formación de los conocimientos sociales en los niños. Investigaciones psicológicas y perspectivas educativas, pp. 19-40. Buenos Aires: Gedisa.
Del Cueto, J. (2015) Dos nociones para un enfoque no escisionista de las emociones y la afectividad: situación social de desarrollo y vivencia en Vigotsky. Perspectivas en Psicología, 12(1), 29-35.
García (2000). El conocimiento en construcción. De las formulaciones de Jean Piaget a la teoría de los sistemas complejos. Barcelona: Gedisa.
Haidt, J. (2001). The emotional dog and its rational tail: A social intuitionist approach to moral judgement. Psychological Review, 108(4), 814-834.
Haidt, J. (2006). The happiness hypothesis: Finding modern truth in ancient wisdom. New York: Basic Books.
Haidt, J. (2013). The righteous mind. Why good people are divided by politics and religion. New York: Random House.
Haidt, J., Joseph, C. (2004) Intuitive ethics: How innately prepared intuitions generate culturally variable virtues. Daedalus Fall, 133, 55-66.
Haidt, J., Bjorklund, F. (2008). Social intuitionists answer six questions about moral psychology. En W. Sinnott-Armstrong (Ed.), Moral psychology, Vol. 2. The cognitive science of morality: Intuition and diversity, pp. 181-217. Cambridge, Massachusetts: MIT Press.
Haidt, J., Kesebir, S. (2010). Morality. En S. Fiske, D. Gilbert y G. Lindzey (Eds.), Handbook of Social Psychology, pp. 797-832. Hobeken, NJ: Wiley.
Haidt, J., Koller, S.L., Dias, M. G. (1993). Affect, culture, and morality, or is it wrong to eat your dog? Journal of Personality and Social Psychology, 63(4), 613-628.
Hume, D. (1740/2012). Tratado de la naturaleza humana. Barcelona: Gredos.
Killen, M., Smetana, J. (2007). The biology of morality. Human Development, 50, 241-243.
Kohlberg, L. (1981). Essays on moral development: The philosophy of moral development, Vol I. San Francisco: Haper & Row.
Malti, T., Ongley, S. F. (2014). The development of moral emotions and moral reasoning. En M. Killen y J. Smetana (Eds.), Handbook of Moral Development, pp. 163-183. New York: Taylor & Francis.
Nudler, O. (2009). Espacios controversiales. Buenos Aires: Miño y Dávila.
Nussbaum, M. (2008). Paisajes del pensamiento: la inteligencia de las emociones. Barcelona: Paidós.
Overton, W. F. (2006). Developmental psychology: Philosophy, concepts, methodology. En R. M. Lerner (Ed.), Theoretical models of human development, pp. 18-88. New York: Wiley.
Overton, W. F., Müller, U. (2013). Metatheories, theories, and concepts in the study of development. En R. M. Lerner, M. A. Easterbrooks, J. Mistry y I. B. Weiner (Eds.), Handbook of psychology: Developmental psychology, pp. 19-58. New York: John Wiley & Sons.
Pérez Zafrilla, P. J. (2013). Implicaciones normativas de la psicología moral: Jonathan Haidt y el desconcierto moral. Revista Internacional de Filosofía, 59, 9-25.
Piaget, J. (1932/1971). El Criterio Moral en el Niño. Barcelona: Fontanella.
Piaget, J. (1954/2001). Inteligencia y afectividad. Buenos Aires: Aique.
Piaget, J. (1974). Reussir et comprendre. Paris: PUF.
Piaget, J. (1975/1990). La Equilibración de las Estructuras Cognitivas. Un problema central del desarrollo. Madrid: Siglo XXI.
Piaget, J. (1980/1996). Las formas elementales de la dialéctica. Barcelona: Gedisa.
Psaltis, C., Zapiti, A. (2014). Interaction, Communication and Development. London: Routledge.
Rivière, A. (1984). La psicología de Vigotsky. Madrid: Alianza.
Smetana, J., Jabom, M., Ball, C. (2014). The social domain approach to children’s moral and social judgements. En M. Killen y J. Smetana (Eds), Handbook of Moral Development, pp. 23-45. New York: Taylor & Francis.
Inhelder, B., Cellerier, G., de Caprona, D. (1996). Los senderos de los descubrimientos del niño. México: Paidós.
Tateo, L. (2018). Affective semiosis and affective logic. New Ideas in Psychology, 48, 1-11.
Tateo, L., Marsico, G. (2019). A lo largo de la frontera: promoción o inhibición afectiva de la conducta en los espacios urbanos. Estudios de Psicología, 40(1), 245-281.
Turiel, E. (1984). El Desarrollo del Conocimiento. Madrid: Debate.
Turiel, E. (2008). The development of Children’s orientations toward moral, social and personal orders: More than a Sequence in Development. Human Development, 51, 21-39.
Turiel, E. (2014). Morality: Epistemology, development, and social opposition. En M. Killen y J. Smetana (Eds.), Handbook of Moral Development, pp. 3-23. New York: Taylor & Francis.
Turiel, E., Killen, M. (2010). Taking emotions seriously: The role of emotions in moral development. En W. Arsenio y E. Lemerise (Eds.), Emotions and moral development, pp. 33-52. Washington, D. C.: APA.
Valsiner, J. (2014). An invitation to Cultural Psychology. London: Sage.
Vigotsky, L. (1927/1991). El significado histórico de la crisis de la Psicología. En L. Vigotsky, Obras Escogidas, tomo I, pp. 257-416. Madrid: Visor.
Vigotsky, L. S (1930/1997). Sobre los sistemas psicológicos. En L. Vigotsky, Obras Escogidas, Tomo I, pp. 71-91. Madrid: Visor.
Vigotsky, L. S. (1931/1995). Historia del desarrollo de las funciones psíquicas superiores. En L. Vigotsky, Obras Escogidas, tomo III, pp. 11-340. Madrid: Visor.
Vigotsky, L. S. (1931-1933/2004). Teoría de las emociones. Estudio histórico-psicológico. Madrid: Akal.
Vigotsky, L. S. (1933/2006). La crisis de los siete años. En L. Vigotsky, Obras Escogidas, tomo IV, pp. 377-386. Madrid: Visor.
Vigotsky, L. S. (1932/2006). El problema de la edad. En L. Vigotsky, Obras Escogidas, tomo IV, pp. 251-273. Madrid: Visor.
Wainryb, C., Recchia, H. (2014). Parent-child conversations as contexts for moral development: Whay conversations, and why conversations with parents? En C. Wainryb y H. Recchia (Eds.), Talking about right and wrong. Parent-child conversations as contexts for moral development, pp. 3-20. Cambridge: Cambridge University Press.
Witherington, D. C. (2007). The Dynamic Systems Approach as Metatheory for Developmental Psychology. Human Development, 50, 127-153.
Downloads
Published
Versions
- 2022-07-06 (2)
- 2022-05-30 (1)
How to Cite
Issue
Section
License
Copyright (c) 2022 Revista de Humanidades de Valparaíso y Universidad de Valparaíso
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work after publication simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-ND 4.0 International) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
